Scoping exercise of work-based assessment

programmes for health professionals in Scotland.

Mrs J McDowell, Mr W Wright,

Dr K McHardy, Dr G Leese

Drivers for study

Workforce development

Skills development for health care

Policies in health care

Policies in education

Increase in IT

Drivers for study: diabetes

SGDEG action plan

NHS Diabetes competences

SGDEG endorse courses as meeting core competences

Need for staff development in diabetes

Research Aim

To scope current practice in work-based learning and assessment and make

recommendations to the funders in relation to diabetes education

Inclusion criteria

Courses for Health Care Professionals

Credit bearing

National course

Geographical area

Definition

‘..need to be reinforced through work. Learning through work is integrated into the doing of the job: it includes the application of job-related learning acquired elsewhere and the skills and knowledge which are acquired in the process of doing the job.’

Seagraves et al 1996

Research design

Survey

Ethics approval

Literature review

Interviews with key staff

Discussions with employers and colleagues

Literature Review

Key words used and databases searchedPolicy documentsGrid compiled to compare different aspectsAreas identified used to frame structure for interviews

Sample for Interviews

Prospectuses and websites of 16 HEIs in ScotlandScottish Heads of Academic Nursing and Allied Health Professions (SHANAHP)Snowballing Targetted key individuals

Interviews

13 individuals

9 interviews

8 HEIs

Strengths: Methods of delivery

• Student centred• Integrates theory and practice• Insight to practice• Socialisation and team-working• Flexible methods• Formal education• Variety of assessments

Strengths: Partnership working

Highly valued by employer and HEI

Could promote multiprofessional working

Increase access to HEI programmes

Tripartite working

Needs of employers drive agenda

Strengths: employer

Preparation of student and clinical mentor

Questioning aspect assists whole team

Real change evident in practice

Less time away from workplace

Others learn from and through student

Motivational for staff in clinical areas

Weakness: Methods of delivery

Flexible learning and assessment challenges quality assurance and national comparisons

Labour intensive for mentors and HEIsStudents must be highly motivated and dedicatedStudents as part of the workforceStudent isolationAssessment issuesRequires formal educational inputHEI difficulties with student issuesLack central body to scrutinise

Weakness: Partnership working

Staff relationships between HEIs and clinical areas

Competing demands on students

Could hinder multiprofessional working and lose focus on patient/client

Weakness: Employer aspects

Need to invest in education with competing service demands

Potential tension in workplace from workforce

Potential personal tensions for student in workplace

Needs environment conducive for learning

Resource issues for student, assessors and mentors

Not cheaper option compared with traditional methods

Recommendations

Appropriate method for health care

Effective where robust partnerships and good relationships with student, employer, HEI

Relevant for generic and specialist aspects

Usually resource intensive for all

Need comparative research between this and more traditional forms

Next Stages

Communication with NHS Education re:

Flying Start

Ask the Expert

Also, potential for research

Steering Group

Project teamProfessor R Matthew: Learning and Teaching Centre, University of GlasgowDr A O’Neill: Senior University Teacher, University of GlasgowMrs M Havergal, Skills for Health, Scotland

Thank You

– For Listening

– Study participants

– Steering group

– Scottish Government Diabetes Education Group